Professor of Cognition and Education at Harvard Graduate School of Education at Harvard University He tell about "The Theory of Multiple Intelligences"
He explains through an example this theory that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication
1) May best learn to multiply through a different approach,
2) May excel in a field outside of mathematics, or
3) May even be looking at and understanding the multiplication process at fundamentally
deeper level, or perhaps as an entirely different process.
Such a fundamentally understanding can result in what look like slowness and can hide a mathematical intelligence potentially higher than that of child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.